Page 378 - EL Grade Teacher Guide - Module 1

Schools and Community
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Tell students that they should share exactly what they plan to write on their paper with a partner.
Invite students to Think-Pair-Share with their writing partner:
“What will you write for your conclusion?” (Responses will vary.)
Invite a few volunteers to share their thinking.
If productive, cue students to listen carefully and seek to understand:
“Who can tell us what your classmate said in your own words?” (Responses will vary.)
Transition students to their workspaces to write their conclusions. Use the Informative/ Explanatory Writing Checklist to gather data on students’ progress toward W.2.2 and L.2.2.
After about 10 minutes, refocus whole group.
Tell students they are now going to help each other revise and edit just their conclusions.
Remind students of the conclusion’s job (to remind the reader what the book is about and to give a re ection statement on what the most important thing about school is). Tell students that once they have nished revising each other’s conclusions, they can edit their conclu- sions for correct punctuation.
Meeting Students’ Needs
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For ELLs: Language Dive. Ask udents about the meaning of the sentence from the lesson/text: But the mo important thing about schools is that they are plac- es where you can learn new things. Examples:
– “What is important in our home languages?” (ważny in Polish) Invite all u- dents to repeat the translation in a home language other than their own.
– “What are some other words that mean the same thing as but?” (however, ill, on the other hand)
– “What if we replaced but with also? How would that change the meaning of the sentence?” (Responses will vary.)
– “What does thing mean in this sentence? Can you say the sentence but replace the word thing?” (fact, idea, similarity)
– “What does they refer to?” (schools)
– “What do you think the mo important thing about schools is?” (Responses
will vary.)
– “Notice that we can ip the sentence so that we could read it like this: But learning new things is the mo important thing about schools. Let’s practice making sentences that way so you talk about what you think about the topic: ‘But ________ is the mo important thing about schools.’”
– “How does this re ection atement say what the author thinks about the top- ic?” (Responses will vary.)
For ELLs: Display an enlarged or projected copy of “The Mo Important Thing about Schools” Book: Teacher Model. While thinking aloud writing the conclusion and re ection atements, annotate the model with the relevant que ions or prompts. (Example: Write “What was this book about?” next to the conclusion after explaining how you wrote it.) (MMR)
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Unit 3: Lesson 8